Weekly Lesson Plan
Math
Unit 9
Solving Problems Involving Money
Time of Daily Lesson:
M T TH F 8:10-8:50 & 10:0510:55
W 11:30-12:40
ELPS (English Language
Proficiency Standard):
Grade Level:
2nd grade
Week 2 of 2
Proficiency Level:
M T TH F 8:10-8:50 & 10:05-10:55
W 11:30-12:40
Duration: 2 weeks
I
II
III
PE
E
B
ESSENTAIL QUESTIONS
Why is it important to understand the values of coins?
How can I represent the same amount of money using different
combinations of coins and bills?
How many different ways can I make a specific amount of
money using different coins and bills?
IV
I
Week of
Lesson:
February 2-6, 2015
Teachers: Lugo, Peralta, Madril, Ramirez
V
HI
Big Idea:
Mathematicians can identify, count, and use coins and
bills in and out of context.
Mathematicians can solve money story problems with
result unknown and total unknown using addition and
subtraction.
Mathematicians understand that in order to count money
they must also know how to skip count.
ELP Standards
Common Core Standards:
2: The student will express orally his or her own thinking
and ideas.
HI-5: asking and responding to academic questions using
complete sentences.
2.MD.8. Solve word problems involving dollar bills,
quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately. Example: If you have 2 dimes
and 3 pennies, how many cents do you have?
I can count money to help me solve word problems.
I can use academic language when I talk about math.
II.W.1: The student will express his or her own thinking and
ideas in a variety of writing genres
HI-4 creating expository text (e.g., labels, lists, observations,
and journals) using simple sentences based on research,
observation, and/or experience.
I can write about math using simple sentence.
MATHEMATICAL PRACTICES
1.
2.
3.
4.
5.
Make sense of problems and preserve in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reason of
others.
Model with mathematics.
Use appropriate tools strategically.
2.OA.1. Use addition and subtraction within 100 to
solve one- and two-step word problems involving
situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all
positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the
problem. (See Table 1.)
I can use strategies to solve addition and subtraction
word problems.
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and
100s.
6.
7.
8.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
I can count to 1,000 using 1s, 5s, 10s and 100s.
Content Vocabulary:
KEY TERMS / VOCABULARY:
A-L M-Z
CONTENT:
● Pennies
● Nickels
● Dimes
● Quarters
●
Dollars
* Values
* Cents
* Symbols
* Coins
* Bills
●
●
●
●
●
●
●
●
Dollars $
Cents ¢
Coins: quarters, dimes, nickels, pennies
Value/ Total
Symbols
Money
Bills
Skip Count
Technology:
YouTube Videos
● Youtube:The Coin Song
● Money, Money, Money
● A Quarter from the Tooth Fairy
Materials:
-Math Journals
-Anchor Chart
-DMS
-Study Sheets
-money word problems
Final Performance Tasks 1 & 2
Smart Poem
Powerpoint Presentations:
Identifying Coins Powerpoint
COIN STRATEGY LINK
● Math Activities and Strategies (Strategies to help children
count each coin value)
POEM: Smart
Poem
TEACHER NOTES
One-to-one instruction: Practice identifying coin names and
values using manipulatives (coins): Manny
Small Group: More guided practice to find total amounts:
Mariana, Alytzel, Luis, Xavier
Enrichment: Fast finishers will play a money game.
FOCUS FOR THE WEEK:
This week’s focus for the students will be to continue the exploration of coins and 1 & 2 step story problems
with total and result unknown. Students must be able to explain his or her reasoning. Students will also be
introduced to bills (1.00, 5.00, 10.00, 20.00, & 100.00). Students will be using whole numbers in dollars and in
cents when working with word problems. Unit 9, Week 2 Math Review
TEACHER BACKGROUND:
● Since money is not specifically addressed in kindergarten, first grade, or third grade, students should have multiple opportunities to identify, count,
recognize, and use coins and bills in and out of context.
● They should also experience making equivalent amounts using both coins and bills. “Dollar bills” should include denominations up to one hundred
($1.00, $5.00, $10.00, $20.00, $100.00).
● In Grade 2 students are dealing with whole number quatities, so word problems for 2.MD.8 would either deal with only whole number amounts
of dollars or whole number amounts of cents. This doesn’t exclude problems where students have to convert collections of coins and dollars into
whole numbers of cents.
● Students should solve 1 & 2-step story problems involving different situations w/ result unknown and total unknown, connecting the different
representations. So far students have been introduced to addition and subtraction within 100. These representations may include objects, pictures, charts,
tables, words, and/or numbers.
● Students should communicate their mathematical thinking and justify their answers.
● Money will not be formally addressed again this year, although after this unit, it may be content for word problems. Mastery of names, values,
physical appearance, etc, needs to be mastered at the end of this unit.
MISCONCEPTIONS:
●
●
Some children may be able to tell you that a nickel is worth 5 pennies, but he does not identify the pennies as pennies. When he counts money he may
count nickels, dimes and pennies as the same coin. He does not recognize that different coins have different values. His understanding of counting is tied
to one-to-one correspondence and he does not see the dime as representing 10 pennies. Students need many opportunities to count and exchange coins
so they get comfortable with coin values.
Some students may assume that the larger coins are worth more. They are making an incorrect connection to measuring objects (the longer the line, the
greater the measurement). They may not realize that the value of a coin is not proportional to its size.
LESSON DELIVERY
Monday
Bloom’s Taxonomy Matrix:
Apply and Analyze
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number of the day
starting at different points, identify the parts of speech of each vocabulary work,
addition/subtraction math drills, Daily Number Talks, Begin/review/add to the
anchor chart, mental math games, clock time, and fractions.
Guided Practice: Review all coins names and values. Introduce the
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence (partner talk and journal writing)
Logical-Mathematical intelligence (solving word problems)
Visual-Spatial Intelligence (manipulating coins)
Musical-Rhythmic Intelligence (video)
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
poem: Smart Poem
Read it twice. Walk students to discover each value of
each stanza to figure out if the kid was correct. If time
permits, do a word (money problem) using the process
of solving a word problem.
Independent Practice: Students complete Study Sheet (finding the total value of
coins.)
Closing: Students will use one of the prompts to reflect on their learning.
Prompts for Problem Solving:
●
“Tom had 3 coins in his pocket. The total worth of the money in his
pocket was 3 cents. What coins could Tom have in his pocket?”
●
“How many ways can you show 10 cents?”
●
“How many dimes are equivalent to a dollar? Show how you know?”
●
“Julie had $0.28 and Tim had $28.00. Who has more money?
●
“Bryan had 20 cents and he gave his little sister 2 nickels. How much
money does Bryan have left?”
Prompts for Reflection of Learning: (orally or on a journal)
●
“What is the difference between a quarter and a nickel?”
●
“Describe a dime.”
“Jacky says a nickel is worth more than a dime because it is bigger. Do you agree or
disagree with Jacky? Tell why.”
Tuesday
Bloom’s Taxonomy Matrix:
Apply and Analyze
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence (partner talk and journal writing)
Logical-Mathematical intelligence (solving word problems)
Visual-Spatial Intelligence (manipulating coins)
Musical-Rhythmic Intelligence (video)
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Wednesday
Bloom’s Taxonomy Matrix:
Apply and Analyze
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence (partner talk and journal writing)
Logical-Mathematical intelligence (solving word problems)
Visual-Spatial Intelligence (manipulating coins)
Musical-Rhythmic Intelligence (video)
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number of the day
starting at different points, identify the parts of speech of each vocabulary work,
addition/subtraction math drills, Daily Number Talks, Begin/review/add to the
anchor chart, mental math games, clock time, and fractions.
Guided practice: Introduce
the bills for 1, 5, 10, 100. Walk students
using the process of solving word problems as you read the
following: “Ms. Orci paid 50 cents for 2 slices of pizza. She had a
dollar bill.
How much change does she need to get back? Later, Ms. Orci
found a dime in his pocket. How much money does Mark have
now?”
Independent Practice: Students complete Study Sheet (finding the total value of
coins.)
Closing: Students will use one of the prompts to reflect on their learning.
Prompts for Problem Solving:
●
“Tom had 3 coins in his pocket. The total worth of the money in his
pocket was 3 cents. What coins could Tom have in his pocket?”
●
“How many ways can you show 10 cents?”
●
“How many dimes are equivalent to a dollar? Show how you know?”
●
“Julie had $0.28 and Tim had $28.00. Who has more money?
●
“Bryan had 20 cents and he gave his little sister 2 nickels. How much
money does Bryan have left?”
Prompts for Reflection of Learning: (orally or on a journal)
●
“What is the difference between a quarter and a nickel?”
●
“Describe a dime.”
●
“Jacky says a nickel is worth more than a dime because it is bigger. Do
you agree or disagree with Jacky? Tell why.”
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number of the day
starting at different points, identify the parts of speech of each vocabulary work,
addition/subtraction math drills, Daily Number Talks, review/add to the anchor chart,
mental math games, clock time, and fractions.
Guided practice: Review bills and coins to find name and values. Guide students to
solve a story problem using the strategy from District Wed’s Training at Los Niños)
1. Read it 2 or 3 times to understand it
2. Think about it and try to solve it for 5 minutes
3. Work as a team to try to solve it
4. Present Findings.
You may introduce a different problem if time permits. Make sure manipulatives are
used for students who need them.
Independent Practice: Students complete Study Sheet (finding the total value of
coins.)
Closing: Students will use one of the prompts to reflect on their learning.
Prompts for Problem Solving:
●
“Tom had 2 coins in his pocket. The total worth of the money in his
pocket was 10 cents. What coins could Tom have in his pocket?”
●
“How many ways can you show 25 cents?”
●
“How many dimes are equivalent to a dollar? Show how you know?”
●
“Julie had $0.12 and Tim had $12.00. Who has more money?
●
“Bryan had 60 cents and he gave his little sister 2 dimes. How much
money does Bryan have left?”
Thursday:
Bloom’s Taxonomy Matrix:
Apply and Analyze
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence (partner talk and journal writing)
Logical-Mathematical intelligence (solving word problems)
Visual-Spatial Intelligence (manipulating coins)
Musical-Rhythmic Intelligence (video)
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Prompts for Reflection of Learning: (orally or on a journal)
●
“What is the difference between a quarter and a nickel?”
●
“Describe a dime.”
●
“Jacky says a nickel is worth more than a dime because it is bigger. Do
you agree or disagree with Jacky? Tell why.”
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number of the day
starting at different points, identify the parts of speech of each vocabulary work,
addition/subtraction math drills, Daily Number Talks, review/add to the anchor chart,
mental math games, clock time, and fractions.
Guided practice: Review coin poem. Show video from Monday depending on your
class, you may want to show a different video. See under “technology”
-Teacher will write the word problem on the board. “I have 5 dimes, 3 nickels, and 4
pennies. How much money do I have in all?” Guide students to solve it by: (format
from District Wed’s Training at Los Niños) Use manipulatives
1. Read it 2 or 3 times to understand it
2. Think about it and try to solve it for 5 minutes
3. Work as a team to try to solve it
4. Present Findings.
You may introduce a different problem if time permits. Make sure manipulatives are
used for students who need them.
Independent Practice: Students complete Study Sheet (finding the total value of
coins.) With students who show readiness create a small group of students to solve a
story problem using the above steps 1-4.
Closing: Students will use one of the prompts to reflect on their learning.
Prompts for Problem Solving:
●
“Tom had 2 coins in his pocket. The total worth of the money in his
pocket was 15 cents. What coins could Tom have in his pocket?”
●
“How many ways can you show 25 cents?”
●
“How many nickels are equivalent to a dollar? Show how you know?”
●
“Julie had $0.57 and Tim had $57.00. Who has more money?
●
“Bryan had 50 cents and he gave his little sister 2 nickels. How much
money does Bryan have left?”
Friday:
Bloom’s Taxonomy Matrix:
Apply and Analyze
Prompts for Reflection of Learning: (orally or on a journal)
●
“What is the difference between a quarter and a nickel?”
●
“Describe a dime.”
●
“Jacky says a nickel is worth more than a dime because it is bigger. Do
you agree or disagree with Jacky? Tell why.”
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number of the day
starting at different points, identify the parts of speech of each vocabulary work,
addition/subtraction math drills, Daily Number Talks, Begin/review/add to the
anchor chart, mental math games, clock time, and fractions.
Multiple Intelligences by Howard Gardner:
Final Performance Tasks 1 & 2
Verbal-linguistic Intelligence (partner talk and journal writing)
Logical-Mathematical intelligence (solving word problems)
Visual-Spatial Intelligence (manipulating coins)
Musical-Rhythmic Intelligence (video)
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Administer
ASSESSMENT:
Daily Informal Assessment: Teacher will note which students are using academic
vocabulary throughout the discussions and independent work.
Rubric
Students may use manipulatives to solve the problem.
Level 5: Distinguished
Command
Level 4: Strong Command
Level 3 : Moderate Command
Level 2: Partial Command
Solves two-step
unscaffolded
word problems.
Unassisted
Solves two-step
Unscaffolded word
problems. Unassisted
Solves a two-step
unscaffolded word
problem. Unassisted
Solves one-step
scaffolded word
problem. Assisted
Students are able to
make a given number
(cents) in two different
ways using a variety of
coins.
Students are able to
make a given number
(cents) in two different
ways using a variety of
coins.
Students are able to
make a given number
(cents) at least one way
using a variety of coins.
Students struggle to
make a given number
(cents) using coins.
Students can provide a
clear and accurate
justification.
Students provides
accurate but simple
justification.
Students provide a
vague justification.
Student is unable to
justify their answer.
4 Hour ELD Weekly Lesson Plan-READING ANA RAMIREZ 2ND GRADE Reading
Time of Daily Lesson:
8:50-10:05 a.m.
Week of
Lesson:
Foundations
February 2-6, 2015
Level: Roots Level 4
ELPS (English Language Proficiency Standard):
I
II
III
IV
V
PE
E
B
I
HI
Proficiency Level:
Time Allocation: 75 Minutes
ELP Standard(s)/Performance Indicator(s):
2.LP.2: The student will express orally his or her own thinking and ideas
HI-5: asking and responding to academic questions using complete sentences
2.R.2: The student will identify and manipulate the sounds of the English language and decode words, using
knowledge of phonics, syllabication, and word parts.
II-R-2: HI-1: distinguishing between initial, medial, and final spoken sounds to produce words.
HI-5: blending syllables to form multi-syllable words, using r-controlled vowel sounds, digraphs, and
diphthongs.
LI-8: naming all upper and lower case letters of the alphabet with different fonts out of sequence.
HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound
correspondences, including the sounds
represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie,
ee) and r-controlled vowels.
HI-10: producing a new word when a specific grapheme is changed, added, or removed. (Quick Erase-SFA)
HI-13: reading high frequency words and irregular sight words fluently.
Standard 3: The student will read with fluency and accuracy.
II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading
for fluency.
2-W-1: The student ill express his or her thinking and ideas in a variety of writing genres.
HI-8: writing a short response to a literary selection that connect text to self, text to world, or text to other
text.
2-W-2: The student will identify and apply conventions of standard English in his or her communications
HI-4: using resources to spell words.
Monday 2/6
Lesson 42 Day 3
Tuesday 1/7
Lesson 43 Day 4
ELP Standard
II-R-2: HI-09
II-R-2: HI-09
Anticipatory Set
Review sounds for
letter combinations.
Review sounds for
letter
combinations.
Conference
Week/NO SFA
Student Friendly:
Reading Objectives:
Student Engagement
Strategies:
Use a finger for each
word-segmenting,
point to words as you
read, choral response,
partner talk, sticks for
names, videos, think
in head-say it fast for
blending,
TPR for letter chant,
students move for
sequencing/retell,
write letter on partners
back for
formation/sounds.
*I can ask and answer
questions about a story
that is read aloud.
*I can use phonics to
read words.
*I can identify the
problem and solution in
a story.
*I can ask and answer
questions about a
story that is read
aloud.
*I can use phonics to
read words.
*I can identify the
problem and solution
in a story.
Students will use:
Rhyming, blending
consonant blends,
producing a new word
when a specific
grapheme is changed,
added, or removed,
reading high frequency
words and irregular
sight words fluently.
Reading aloud
(including high
frequency/sight words)
with fluency
demonstrating
automaticity, asking
questions to clarify
text, describing
characters from a
literary selection.
Students will:
Blend and segment
phonemes, Write
sounds, words and
sentences, decode
(green) and sight
(red) words, Preview
story, Use targeted
skill (predicting) to
make predictions,
Guided Partner
Reading to read and
retell, Fluency
Practice for rate,
accuracy and
prosody.
Fast Track
Phonics:
Compare Long i
Compare Long i
Letters Groups
Letters Groups
Student Friendly:
Language Objective:
*I can read multisyllable words using
common letter sounds
and consonant blends.
*I can read multisyllable words using
common letter sounds
and consonant blends.
I will say a word
from the sounds that
I hear. I will read
words that I know.
I will say a word
from the sounds
that I hear. I will
read words that I
know.
Shared Reading
Story
(GUIDED
PRACTICE)
STaR Story
42 A Farm in China
42 A Farm in China
The Empty Pot
VOC: perfume, tended,
transfer, courage
The Empty Pot
VOC: perfume, tended,
transfer, courage
STaR Writing:
(Independent
Practice)
Closure: read what
you wrote.
D-3 Students will write
complete sentences to make
a connection to the text
using “Writing Strategies
Bank”
This story reminds of …
D-4 Students will use the
“Writing Strategies
Bank“ to check their
sentences for mistakes
Materials:
*Fast Track Phonics: Key
cards, phonics picture cards,
Letter-blending cards,
Partner Practice Booklet
Reading Reels for Roots
DVD, green paper
*STaR: Story, Writing
Strategies Bank, Partner
Writing Books
Assessment:
Students will be assessed by
observation and participation
of identifying, segmenting,
blending sounds, and story
test.
Closure:
Using complete sentences, I
can share about the story to a
partner.
I can review the letter
sounds I learned today.
*Fast Track Phonics: Key
cards, phonics picture
cards, Letter-blending
cards, Partner Practice
Booklet
Reading Reels for Roots
DVD, green paper
*STaR: Story, Writing
Strategies Bank, Partner
Writing Books
Students will be assessed
by observation and
participation of
identifying, segmenting,
blending sounds, and
story test.
Using complete
sentences, I can share
about the story to a
partner.
I can review the letter
sounds I learned today.
(Guided Practice):
Partner read/choral
reading Shared story
and Sound booklets
(Independent
Practice) fluency,
Read on their own.
Academic Vocabulary:
Describe, Predict,
Character, Setting,
Events, Retell, rhyme,
segment, blend, HFW,
Narrative(fiction),
Expository
(informational)
(Independent Practice)
D-2Students will write their
favorite part using “Writing
Strategies Bank“
D-1 Students will write
sentences using the
vocabulary words using the
“Writing Strategies Bank”.